Background: Evidence-based practice (EBP) is one of the main professional competencies for healthcare professionals and a priority for the nursing curriculum. Nurse educators have the accountability to train the future nurses which requires them to have adequate knowledge in EBP. Journal clubs (JC) have been recommended as teaching or learning strategies that promote knowledge, attitudes, motivation and competencies essential for EBP. Aim: To assess the impact of implementing a journal club on developing academic staff members' EBP knowledge. Method: A quasi-experimental research design was conducted among (32) academic staff members at the Community Health Nursing department, Faculty of Nursing, Mansoura University, Egypt. Results: It was observed that (93.8%) of them were females, (71.9%) had a bachelor degree in nursing and were clinical demonstrators. Half of them (50%) worked for less than five years with a mean of 1.72±.81 years. In relation to knowledge about the concept and five steps of EBP, total knowledge score revealed that (9.4%) of the academic staff members showed good score level of knowledge with a mean of 47.21±31.31 marks during pre (JC) sessions. However, (90.6%) of them showed good score level of knowledge with a mean of 131.90±13.02 marks and 131.68±12.06 marks during immediate post implementation of (JC) and after six months follow up period respectively. Conclusion: The study concluded that the participation in the EBP journal club (JC) leads to significant improvements in EBP knowledge. Recommendations: It was recommended to promote the journal club process and integrate it into the undergraduate courses and nursing education programs then evaluate its utility in facilitating evidence-based practice over time. Encourage nurse educators to include a monthly journal club on their workplace for professional development.